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An Analysis of the Relationship between
Problem Solving Skills and Scientific
Attitudes of Secondary School Students
Gürbüz OCAK1
, Ayşe Betül DOĞRUEL2
, Mustafa Enes
TEPE2
1
Afyon Kocatepe University
2
Ministry of National Education - Turkey
To cite this article:
Ocak, G., Doğruel, A. B., & Tepe, M. E. (2021). An analysis of the relationship between
problem solving skills and scientific attitudes of secondary school students. International
Journal of Contemporary Educational Research, 8(1), 72-83. DOI:
https://doi.org/10.33200/ijcer.780710
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2. International Journal of Contemporary Educational Research
Volume 8, Number 1, March 2021, 72-83 ISSN: 2148-3868
An Analysis of the Relationship between Problem Solving Skills and
Scientific Attitudes of Secondary School Students
Gürbüz OCAK¹, AyĢ
e Betül DOĞRUEL2
, Mustafa Enes TEPE2*
1
Afyon Kocatepe University
2
Ministry of National Education - Turkey
Abstract
This study was carried out to examine the relationship between secondary school students' problem-solving
skills and scientific attitudes in terms of gender, class level and education level of the parents. In the study,
correlational research model, which is among the general survey models, was employed. The sample of the
study consisted of 560 students selected from the secondary schools in Afyonkarahisar Province, Turkey by
using convenience sampling method. In the study, Problem Solving Inventory for Children (PSIC) and
Scientific Attitude Scale (SAC) were applied to collect the data. In the analysis of the data, Pearson correlation
analysis, one-way variance analysis and two-way variance analysis were performed. As a result of the analyses,
a negative and low-level relationship was found between secondary school students’ problem-solving skills and
scientific attitudes. While there was a negative and low-level relationship in terms of female students, it was
found that this relationship was not significant for male students. When analyzed in terms of class level and
maternal education level, it was concluded that this relationship was not significant. It was concluded that
problem solving skills and gender did not have a significant and common effect on students' scientific attitudes.
Similarly, it was concluded that problem solving skills and class level did not have a significant and common
effect on students' scientific attitudes. There was no significant difference between middle school students'
scientific attitudes in terms of problem-solving skill levels. In addition, it was determined that students'
problem-solving skills were not a significant predictor of their scientific attitude.
Key words: Problem-solving skills, Scientific attitude, Secondary school students
Introduction
In the 21st century, students have to get an education at a level that can keep up with changes and developments.
Students face numerous and varied problems in the different social environments they are in, as well as in their
own private area. Students need to use problem solving skills to cope with these problems. Moreover, human
beings encounter some problems not only in their childhood but also in every period of their lives. To continue
life in a healthy and orderly manner, individuals must eliminate the problem situations they encounter.
According to Erden (1998: 52), people need to have problem solving skills to adapt to social life and change, to
be successful and independent. People develop an attitude towards the situation, person, or objects because of
the learning that takes place according to their knowledge and interests in the process of producing solutions to
the problems they encounter. Among the objectives of the Science Curriculum in Turkey, it is stated that
students should develop curiosity, attitude and interest in the events that occur in nature (Ministry of National
Education [MoNE], 2018:4). Therefore, it can be understood clearly that scientific attitude is important in
education.
The complex situations that individuals experience can be considered as a problem (Polat & Tümkaya, 2010:
348). Moreover, any difficulties felt and desired to be eliminated can be a problem (Karasar, 2016: 81). Problem
solving can be defined as the process of eliminating the difficulties encountered. According to another
definition, it is a complex process in which cognitive, affective, and behavioral skills are used, and the people go
through from feeling the problem to finding a solution to the problem. (DemirtaĢ& Dönmez, 2008: 183). Ocak
and Eğmir (2014: 29) stated that problem solving is a skill that provides personal development and effective
*
Corresponding Author: Mustafa Enes TEPE, menestepe@hotmail.com

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learning. In this case, problem solving skill can be described as one of the most important skills that a person
must achieve to produce solutions in problem situations.
It is seen that the concept of attitude is handled in different ways. Attitude is expressed as a fact gained through
learning, guiding the behavior of the individual and causing bias in decision making process. Thurstone (1931),
on the other hand, defined the attitude as “a positive or negative density ranking and grading towards a
psychological object” (TavĢ
ancıl, 2010). Scientific attitude has been defined by Jayasree and Rao (1999) as
investigative considerations and behaviors that facilitate to find a solution for problems, come up with
information, and transfer the research competences into experience. According to Rani and Rao (2000),
scientific attitude is the disposition look for the truth, think rationally and behave sensibly (Çakır, 2012: 23).
Therefore, it can be said that we need to have those attitudes and behaviors to continue both our education life
and our daily routine. According to BaĢar
an (1988: 300), a person with a scientific attitude is willing to
recognize and solve the situation or problem he/she faces; designs several ways to solve the problem and starts
to question one of these ways; evaluates the outcome of the actions. In this context, Bingham (1976: 11) stated
that problem solving skill is related to attitude. The scientific attitude adopted by the individual in the problem-
solving process enables the problem to reach rational solutions. Students who have a scientific attitude in
solving a problem can recognize the problem and try different solutions. For this reason, students with strong
scientific attitude are expected to have problem solving skills. Similarly, students with high level problem-
solving skills are expected to have strong scientific attitudes. In this aspect, it can be thought that there may be a
relationship between problem solving skill and scientific attitude.
When the literature is examined, many studies with respect to problem-solving skills and scientific attitude have
been found (Korkut, 2002; Osborne, Simon & Collins, 2003; Terzi, 2003; Saygılı, 2010; Totan, 2011; Özden,
2012; Gömleksiz & Bozpolat, 2012; Canpolat, Kazak Çetinkalp & ÖzkaĢer
, 2013; Koç, 2014; Yu, Fan & Lin,
2015; Mahulae, Sirait & Sirait, 2017; Karahan, 2018; Puspita, 2018). However, there is no study investigating
the relationship between problem-solving skills and scientific attitude of the secondary school students. In this
respect, it can be said that the research is an original study. For this reason, literature review is handled
separately in terms of topics.
Numerous studies were found in the literature review related to problem-solving skills. While some of them
studied the problem-solving skills of students, teachers, or prospective teachers in terms of various variables,
some of them examined the relationship between problem-solving skills and another variable. For example,
Canpolat, Kazak Çetinkalp and ÖzkaĢer(2013) investigated problem-solving skills of 2nd
class primary school
students and classroom climate in a physical education class. While Terzi (2003) conducted a study on the 6th
class students’ interpersonal problem-solving skills perceptions, Karahan (2018) studied high-school students’
problem-solving skills and life satisfaction. On the other hand, Gömleksiz and Bozpolat (2012) evaluated the
opinions of the 4th
and 5th
class students on problem-solving skills; Korkut (2002) examined the problem-solving
skills of high school students. Saygılı (2010) examined the effect of effective use of instructional technologies in
science and technology lessons on problem solving skills of primary school students and some other variables.
Also, Totan (2011) examined the effect of the problem-solving skills training program on the 6th
class primary
school students’ social-emotional learning skills. Similarly, relational studies on problem-solving skills are also
included in the literature. Uysal (2007) conducted a study on the relationship between secondary school
students’ problem-solving skills, anxieties, and attitudes towards mathematics lesson. On the other hand, Öner
(2019) investigated the relationship between secondary school students’ attitude towards STEM, perception,
problem-solving and questioning learning skills in his master’s thesis; Gözcü Reyhan (2018) examined the
relationship between the creative thinking tendencies, perceptions of problem-solving and academic
achievement of the 8th
class students of primary education; Gülen (2017) carried out a study on the relationship
between adolescents’ problem-solving skills and cyberbullying coping behavior. Also, Derin (2006) surveyed
the relationship between problem-solving skills, locus of control, and academic achievement of elementary
school 8th
class students. In addition, while DemirtaĢand Dönmez (2008) preferred to work with teachers in
secondary education, Ocak and Eğmir (2014) carried out their study with prospective teachers; Polat and
Tümkaya (2010) investigated their research with students studying at classroom teaching program; Akyol
(2019) conducted his study with students of education faculty.
Besides that, various quantitative and qualitative studies have been conducted to determine the scientific attitude
such as scientific attitudes of primary school students (e.g. Afacan, 2008; Mıhladız & Duran, 2010), of gifted
girl students (e.g. Camcı Erdoğan 2013), of secondary school students (e.g. Kılıç, 2011; Sekar & Mani, 2013;
Kalaivani & Pugalenthy, 2015; Ocak, Ocak & Olur, 2021) and of prospective teachers studying in Abu Dhabi
(e.g. Önen Öztürk, 2016). While Çakır (2012) investigated the relationship between classroom teachers’ opinion
on the nature of science, scientific attitude and science self-efficacy levels, Çelik and Onay (2014) conducted

4. 74 Ocak, Doğruel & Tepe
their study on the 6th
class students’ scientific attitudes and self-confidence; Ergin and Özgürol (2011) surveyed
the relationship between scientific attitude and emotional intelligence. On the other hand, Özden (2012)
researched on the views and scientific attitudes of secondary school students towards scientific knowledge in
terms of various variables; Uzun (2011) examined the views of the 5th
class students towards scientific
knowledge and their attitudes towards Science. DemirbaĢand Yağbasan (2011) conducted a study on the effect
of 2005 Science and Technology Curriculum in the development of scientific attitudes of primary school
students. It is seen that both scientific attitude and problem-solving skills are examined separately in terms of
different variables.
Problem Statement and Importance of the Study
Rapid changes and developments in science and technology caused by the millennium age cause people to face
different situations and problems in a wide range of environments. Individuals with problem-solving skill can
solve their problem situations and create a balanced situation again. Individuals with a high level of problem-
solving skills can easily cope with the problems they come upon. In addition, to keep up with the rapid changes
and developments in science and technology, the scientific attitude levels of individuals should be high since
scientific attitude help individuals to keep up with the changes and benefit from the advantages provided by
technology. Based on the understanding that school is life itself, it is among the general aims of education to
develop the ability of individuals to find solutions to the problems they will encounter throughout their lives and
a positive attitude towards science. Scientific attitudes of students are thought to improve their problem-solving
skills, knowledge production skills and research tendencies. For this reason, knowing the relationship between
students’ problem-solving skills and their scientific attitudes, and the factors affecting this relationship may be a
source for the studies of organizing and developing the educational environment and curriculum content.
In this study, it is aimed to examine the relationship between problem solving skills and scientific attitudes of
secondary school students in terms of gender, class level and parental education level variables.
Following sub-questions guided throughout the study:
Sub questions:
1) What is secondary school students’ problem-solving skills level?
2) What is secondary school students’ scientific attitudes level?
3) Is there a significant relationship between problem-solving skills and scientific attitudes of secondary school
students?
4) Is there a significant relationship between secondary school students’ problem-solving skills and scientific
attitudes in terms of gender?
5) Is there a significant relationship between secondary school students’ problem-solving skills and scientific
attitudes in terms of class level?
6) Is there a significant relationship between secondary school students’ problem-solving skills and scientific
attitudes in terms of their mothers’ education level?
7) Is there a significant relationship between secondary school students’ problem-solving skills and scientific
attitudes in terms of their fathers’ education level?
8) Do the problem-solving skills and gender variable have a significant and common effect on the scientific
attitudes of secondary school students?
9) Do the problem-solving skills and class level variables have a significant and common effect on the scientific
attitudes of secondary school students?
10) Is there a significant difference between the scientific attitudes of secondary school students in terms of their
problem-solving skills levels?
11) Are secondary school students’ problem-solving skills a predictor of their scientific attitudes?
Method
Research Design
This study, which is conducted to investigate the relationship between students’ problem-solving skills and
scientific attitudes in terms of various variables, employed a correlational research model. Correlational research
models purpose to specify the existence or degree of variance between two or more variables (Karasar, 2016:
114).

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IJCER (International Journal of Contemporary Educational Research)
Population and Sampling
This research was studied with 653 students from 5th
, 6th
, 7th
, and 8th
class studying at four different secondary
schools in Afyonkarahisar Province, Turkey in the 2016-2017 academic year. For the sample to represent the
population, the study was carried out with 560 secondary school students who were appropriate at the 95%
confidence level (Büyüköztürk et al., 2016: 85). The population of study is the secondary school students in
Afyonkarahisar Province, Turkey. In the study, convenience sampling method, one of the simple random
sampling methods, was used in order to reach a large number of students in a short time, in the most accessible
way, and to select an unbiased study group.
Table 1: Sample Distribution
Variable Type N
Gender
Female 311
Male 249
Total 560
Class
5 103
6 125
7 167
8 165
Total 560
Data Collection Tools
In the study, the data were gathered by the Problem-Solving Inventory for Children (PSIC) improved by Serin,
Bulut Serin and Saygılı (2010) to determine the problem-solving skills of secondary school students and the
Scientific Attitude Scale (SAS) developed by Moore and Foy (1997) and DemirbaĢand Yağbasan (2006)
adapted it to Turkish by to identify their scientific attitudes. PSIC comprise of 24 items and 3 sub-dimensions.
These 3 sub-dimensions are trust to problem-solving skill (12 items), self-control (7 items), and avoidance (5
items). The validity and reliability test of the inventory was conducted, and the Cronbach Alpha reliability
coefficient was 0.86, and it was stated that all the sub-dimensions of the scale were reliable (Serin, Bulut Serin
& Saygılı 2010: 455). The items in the inventory were prepared in a 5-point Likert type and the tendency of the
individuals to show the behaviours stated in the items; 1: I never behave like this, 2: I rarely behave like this, 3:
I behave like this once in a while, 4: I behave like this frequently, 5: I always behave like this.
Scientific Attitude Scale was translated into Turkish and then presented to the expert for its proficiency in terms
of language, content, and scope. The scale consists of 6 sub-dimensions. These 6 sub-dimensions are scientific
laws and structure of theories, having scientific behaviour, the structure of science and its approach to the cases,
the structure and objective of science, the place, and importance of science in society, and eagerness to exercise
scientific studies. The items were prepared in a 5-point Likert type and the degree of people’s participation in
the items was classified as “I strongly agree”, “I agree”, “I am neutral”, “I disagree” and “I strongly disagree”.
20 of the items in the scale were determined as positive and 20 as negative. Negative items were reversed during
analyses. As a result of the reliability analysis of the scale, the Cronbach Alpha reliability coefficient was 0.76,
and Spearman-Brown two-half correlation was found as 0.84.
Data Analysis
The scales and personal information form were applied to 653 secondary school students. However, it was seen
that some of the forms were incomplete. Therefore, the analyses were conducted on 560 scale forms. The valid
response rate was 85 %. The data obtained from the scales were analysed in a computer environment by means
of a statistical program. The lowest average score that can be obtained from the scales is 1. The highest score is
5. In the analysis conducted in the study, the level of significance was accepted as .05.
Findings and Interpretation
Sub problem 1: What is the secondary school students’ problem-solving skills level?
The scores obtained from the problem-solving skills scale are shown in Table 2.

6. 76 Ocak, Doğruel & Tepe
Table 2: Secondary School Students’ Problem Solving Skills Level
Scale and Sub-Dimensions x sd
Trust to Problem-Solving Skills 3.76 .75
Self-Control 3.47 .83
Avoidance 4.05 .73
Total 3.74 .62
In Table 2, the mean value of secondary school students' problem-solving skills level related to the sub-
dimensions is at the medium level (x = 3.76, x 3.47, x 4.05). With the examining the general score that the
students had, it was clear that the students had a high level of skill as the other sub-dimensions.
Sub problem 2: What is secondary school students’ scientific attitudes level?
The scores obtained from the scientific attitude scale are shown in Table 2.
Table 3: Secondary School Students’ Scientific Attitude Level
Scale and Sub-Dimensions x sd
Scientific Laws and Structure of Theories 2.69 .55
The Structure of Science and Its Approach to Cases 2.84 .52
Having Scientific Behaviour 2.80 .59
The Structure and Objective of Science 2.10 .64
The Place and Importance of Science in Society 3.87 .84
Eagerness to Exercise Scientific Studies 2.66 .43
Total 2.71 .37
In Table 3, the mean value of secondary school students' scientific attitude level related to the sub-dimensions is
at the medium level (x x 2.69, x 2.84, x 2.80, x 2.10, x 3.87, x 2.66). With the examining the
general score that the students had, it was clear that the students had a medium level of skill as the other sub-
dimensions.
Sub problem 3: Is there a significant relationship between problem-solving skills and scientific attitudes of
secondary school students?
Pearson correlation test was used to investigate the relationship between problem-solving skills and scientific
attitude.
Table 4: Correlation Analysis Result
N Pearson Correlation p
Problem Solving Skills 560
-,09 ,02
Scientific Attitude 560
As can be seen in table 4, there is a significant relationship between secondary school students’ problem-solving
skills and scientific attitude (p = .02; p < .05). It was found that this relationship was negative and low (r = -.09;
r < .30).
Sub problem 4: Is there a significant relationship between secondary school students’ problem-solving
skills and scientific attitudes in terms of gender?
A partial correlation test was used to examine the relationship between problem solving skills and scientific
attitudes in terms of gender variable.
Table 5: Partial Correlation Test Result in Terms of Gender
Pearson Correlation p N
Female
Problem Solving Skills
Scientific Attitude
-.11 .04 311
Male
Problem Solving Skills
Scientific Attitude
-.07 .23 249

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IJCER (International Journal of Contemporary Educational Research)
As a result of the analysis, there was a significant relationship between the problem-solving skills and scientific
attitudes of female students (p = .04; p < .05). This relationship is negative and low (r = -.11; r < .30). However,
the relationship between male students’ problem-solving skills and scientific attitudes was not significant (p =
.23; p > .05).
Sub problem 5: Is there a significant relationship between secondary school students’ problem-solving
skills and scientific attitudes in terms of class level?
A partial correlation test was used to analyse the relationship between problem solving skills and scientific
attitudes in the sense of class-level variable.
Table 6: Partial Correlation Test Result in Terms of Class Level
Pearson Correlation p N
Class
Level
5
Problem Solving Skills
.00 .97 103
Scientific Attitude
6
Problem Solving Skills
-.08 .35 125
Scientific Attitude
7
Problem Solving Skills
.03 .67 167
Scientific Attitude
8
Problem Solving Skills
-.09 .22 165
Scientific Attitude
In respect of the analysis results obtained in table 6, there was no significant relationship between secondary
school students’ problem-solving skills and scientific attitudes in the sense of class level variable (p > .05).
Sub problem 6: Is there a significant relationship between secondary school students' problem-solving
skills and scientific attitudes in terms of their mothers' education level?
Partial correlation test was used to analyse the relationship between problem-solving skills and scientific
attitudes in terms of mothers’ educational level variable.
Table 7: Partial Correlation Test Results in Terms of Mothers’ Education Level.
Pearson Correlation p N
Mother
Education
Level
Primary School
Problem Solving Skills
-.13 .14 121
Scientific Attitude
Secondary School
Problem Solving Skills
-.05 .40 204
Scientific Attitude
High School
Problem Solving Skills
-.13 .11 135
Scientific Attitude
University
Problem Solving Skills
-.06 .55 100
Scientific Attitude
As a result of the analysis, it was obtained that the relationship between secondary school students’ problem-
solving skills and scientific attitudes was not significant in terms of their mothers’ education level (p > .05).
Sub-problem 7: Is there a significant relationship between secondary school students’ problem-solving
skills and scientific attitudes in terms of their fathers’ education level?
A partial correlation test was used to analyse the relationship between problem-solving skills and scientific
attitudes in the sense of fathers’ education level variable.
Table 8: Partial Correlation Test Results in the Sense of Fathers’ Education Level.
Pearson Correlation p N
Father
Education
Primary School
Problem Solving Skills
-.25 .06 63
Scientific Attitude

8. 78 Ocak, Doğruel & Tepe
Level
Secondary School
Problem Solving Skills
-.13 .19 100
Scientific Attitude
High School
Problem Solving Skills
-.06 .39 201
Scientific Attitude
University
Problem Solving Skills
-.06 .37 196
Scientific Attitude
As a consequence of analysis, the relationship between secondary school students' problem-solving skills and
scientific attitudes was not significant in the sense of their fathers’ education level (p > .05).
Sub problem 8: Do the problem-solving skills and gender variable have a significant and common effect
on the scientific attitudes of secondary school students?
To analyse the common effect of the problem-solving skill variable and gender variable on scientific attitude,
two-way analysis of variance was performed.
Table 9: Two-Way Analysis of Variance (ANOVA) Results
Source of Variance
Sum of
Squares
df Mean of Squares F p η2
Problem Solving Skills 376.89 2 188.44 .82 .44 .00
Gender 243.19 1 243.19 1.05 .30 .00
Problem Solving Skills
*Gender
225.17 2 112.58 .49 .61 .00
Error 127208.36 554 229.61
Total 6741997.00 560
According to table 7, problem solving skills variable and gender variables do not have a significant and common
effect on the scientific attitudes of secondary school students (p > .05).
Sub problem 9: Do the problem-solving skills and class-level variables have a significant and common
effect on the scientific attitudes of secondary school students?
To analyse the common effect of the problem-solving skill variable and class level variable on scientific
attitude, two-way analysis of variance was performed.
Table 10: Two-Way Analysis of Variance (ANOVA) Results
Source of Variance Sum of Squares df Mean of Squares F p η2
Problem Solving Skills 20.79 2 10.39 .04 .95 .00
Class Level 5073.02 3 1691.00 7.65 .00 .04
Problem Solving Skills
*Class Level
489.52 4 122.38 .55 .69 .00
Error 121558.78 550 221.01
Total 6741997.00 560
According to Table 8, problem-solving skills variable and class level variable do not have a significant and
common effect on the scientific attitudes of secondary school students (p > .05).

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IJCER (International Journal of Contemporary Educational Research)
Sub problem 10: Do the scientific attitudes of secondary school students differ in terms of problem-
solving skills?
Independent samples t test was conducted to examine the effect of students’ problem-solving skills on their
scientific attitudes.
Table 11: Independent Samples t Test Results
N x S.D. t df p
Problem Solving
Skills
Low 252 2.73 0.40
1.19 558 .23
High 308 2.69 0.35
As a consequence of the analysis, no significant difference was found between the scientific attitudes of
secondary school students according to their problem-solving skill levels (p > .05).
Sub problem 11: Are secondary school students’ problem-solving skills a predictor of their scientific
attitudes?
Regression analysis was done to test if problem-solving skill is a significant predictor of scientific attitude.
Table 12: Simple Linear Regression Analysis Results
β Standard Error β R R2
Standardized β t F p
Problem
Solving Skills
-1.56 1.21 .05 .0025 -.05 -1.28 1.66 .19
As a consequence of the analysis, it was determined that the problem-solving skills of secondary school students
were not a significant predictor of their scientific attitudes (p = .19; p > .05).
Conclusion-Discussion and Suggestions
This study was conducted to determine the relationship between secondary school students’ problem-solving
skills and scientific attitudes in the sense of various variables. According to the findings obtained in the study,
there was a negative and low-level relationship between problem solving skills and scientific attitudes of
secondary school students. Although the students’ scientific attitude level is high, it can be said that they avoid
finding solutions to problems. There are studies supporting the findings of this finding in the literature.
Similarly, Derin (2006) stated that there was a negative relationship between problem solving skills, locus of
control and academic achievements of the 8th
class students in primary education. In a study conducted by Gülen
(2017), it was found that there was a negative and low-level relationship between adolescents’ problem-solving
skills and coping behaviour with cyberbullying. In the study investigated by Gözcü Reyhan (2018), it was
appeared that there was a negative and significant relationship between the 8th
class students’ creative thinking
tendencies and their perceptions of problem solving. According to a study conducted by Öner (2019), there was
a negative and significant relationship between secondary school students’ problem-solving skills and STEM
perceptions. Karahan (2018), found a negative relationship between problem solving skills and life satisfaction
of high school students in his study. Apart from these, a significant relationship was found in other correlational
studies conducted with the scientific attitudes of the students, but this relationship was found to be positive,
unlike the current study. In the study conducted by Afacan (2008: 174) there was a significant relationship
between the level of perception of the primary school students about their STCE relationship and their scientific
attitudes. Çelik and Onay (2014: 48) examined the relationship between the scientific attitudes and self-
confidence of the 6th
class students. In this study, a positive relationship was found between students’ self-
esteem and scientific attitude levels. He stated that students with high self-confidence levels had high scientific
attitudes. In the study investigated by Özden (2012) it was appeared that there was a positive and significant
relationship between the views of primary school students towards scientific knowledge and their scientific
attitudes. In the study conducted by Ergin and Özgürol (2011), it was obtained that there was a positive and
significant relationship between students’ emotional intelligence and scientific attitudes. In the study conducted
by Kılıç (2011), it was determined that the relationship between scientific creativity and scientific attitude was

10. 80 Ocak, Doğruel & Tepe
not significant. In the study conducted by Gözcü Reyhan (2018), it was clear that there was no significant
relationship between students' perceptions of problem solving and their academic success.
According to the results of this study, it was concluded that the scientific attitudes of female students with the
high problem-solving skills were low. It was found that the relationship between male students’ problem-
solving skills and scientific attitudes was not significant. Ergin and Özgürol (2011: 1772) found that scientific
attitude did not differ by students’ age, gender and class level. Mıhladız and Duran (2010), DemirbaĢand
Yağbasan (2011: 338), Özden (2012: 95) and Özden and Yenice (2014) also found in their studies that there was
no significant relationship between students’ scientific attitudes and gender. In the study carried out by Terzi
(2003: 10) on 6th
class students’ interpersonal problem-solving skill perceptions and the study conducted by
Taylan (1990: 50), it was found that there was no significant difference in terms of gender variable.
According to the findings of the study, no significant relationship was found between the problem-solving skills
and scientific attitudes of secondary school students in terms of the class level variable. According to this result,
the relationship between students’ problem-solving skills and scientific attitudes does not change as to the class
level. Similarly, in the studies investigated by Afacan (2008) and Özden (2012), it was determined that the
scientific attitudes of the students did not differ by the class level. In the study conducted by Gömleksiz and
Bozpolat (2012), it was resulted that there was no significant difference between the 4th
and 5th
class students in
terms of problem-solving skill levels. Akyol (2019) found in his study with students of education faculty that
there was no significant difference between problem-solving skills and class level.
As a result of the analysis, as to the education level of the mother and father, there was no significant
relationship between secondary school students’ problem-solving skills and scientific attitudes. However, a
negative and low-level relationship was found in terms of students whose father was a primary school graduate.
Similar results were found in the literature review. Mıhladız and Duran (2010) concluded that there was no
significant correlation between the attitudes of primary students towards science and the educational level of
their parents. In the study investigated by Derin (2006), it was concluded that there was no significant
relationship between the problem-solving skills of the 8th
class students and the education level of their parents.
According to the results of this study, the common effect of problem-solving skills and gender on the scientific
attitudes of secondary school students was not significant. Hence, it can be said that students’ problem-solving
skill levels or the difference in gender do not influence their scientific attitude level. These findings are similar
to the results of the study conducted by Fadli (2019) on scientific attitudes and problem-solving skills.
The common effect of problem-solving skills and class level on the scientific attitudes of secondary school
students was investigated. It was concluded that the common effect was not significant. As to the analysis, when
the scientific attitudes of the secondary school students were examined according to their problem-solving skill
levels, no significant difference was obtained. It was determined that students’ problem-solving skills were not a
significant predictor of their scientific attitudes. In another saying, problem solving skills do not have an impact
on the explanation of students’ scientific attitudes.
This study was conducted with secondary school students. A similar study can be carried out at primary school,
high school, and university level. The study was designed with quantitative research method. It can be
performed by patterning with qualitative research methods to obtain more detailed information. The scope of the
research can be expanded by measuring attitudes towards disciplines such as mathematics. To have more
detailed information in determining problem solving skills, a measurement tool can be developed and examined
in terms of different variables. The results can be compared by conducting a study in terms of scientific attitude
on a group trained in problem solving skills. The variables subject to the research can be considered together in
an experimental study. By conducting a meta-analysis study within the scope of the variables subject to the
study, the results obtained with a holistic perspective can be reinterpreted.

11. 81
IJCER (International Journal of Contemporary Educational Research)
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